M.A. Thesis:

The Relationship between Metacognitive Beliefs and Motivational Beliefs with Academic Achievement in Boys of Second Period in Sabzevar City.

This study aimed to investigate the relationship between meta-cognitive beliefs and motivational beliefs and academic achievement of secondary school students in the second semester of Sabzevar city. This research is a descriptive correlation in terms of objective, practical and methodological approach. The statistical population of this study was all boys' secondary school students in Sabzevar high school in the academic year of 2012-2012, including 2200 people. A multi-stage cluster sampling method was used for sampling. A sample size of 328 subjects was selected based on Morgan's table. The research tools included two Wels metacognitive beliefs beliefs and motivational beliefs (Pentirich et al., 1991), and used to assess the academic achievement of the first turn of the students. For data analysis, Pearson correlation coefficient and multivariate software have been used. The findings showed that metacognitive beliefs and motivational beliefs can predict the academic achievement of secondary school students in Sabzevar Secondary School. Also, the relationship of all meta-cognitive strategies with educational achievement is significant and the strategies of positive beliefs about worries, negative beliefs about controllability of thoughts and worries, need to control the thoughts and meta-cognitive processes of cognitive self-awareness with academic achievement, positive relationship and cognitive uncertainty strategy with progress There is a negative relationship between academic achievement and motivational beliefs with academic achievement.

Keywords: Metacognitive beliefs, Motivational Beliefs, Achievement